The value of IB

Fundamental to King Edward’s School is the overall experience boys gain from being here, not just what they achieve academically. In addition to maintaining the highest of academic standards, the IB encourages extra-curricular activity and the pursuit of a diverse range of interests, and prepares pupils for an increasingly globalised, rapidly changing world. The IB Learner Profile helps develop core skills and aptitudes from critical inquiry and depth of knowledge to reflection and communication.

The course is linear, so there are no exams in Year 12 and the School is removed from the world of modular exams and retakes. This enables teachers greater freedom to teach as they want, and for pupils to explore and think across boundaries.

The IB encourages independent learning across all areas, which provides excellent preparation for university study. In particular, the extended essay familiarises pupils with the kind of independent research and writing skills expected at university level.

IB is accepted by the best universities for the best courses. There is growing evidence that universities like IB candidates because they have a broader knowledge and are more independent in their work. IB also allows much greater differentiation between good candidates and enables pupils to maintain a range of skills that both universities and employers look for.

There have been several research projects commissioned into the benefits and successes of the IB Diploma. In 2016, the Higher Education Statistics Agency (HESA) compared IB Diploma students entering UK higher education with students who studied A-levels, and found that:

IB Diploma Programme (DP) students have a 57% greater likelihood of attending one of the top 20 UK universities than students who study traditional A-levels

DP students have a larger probability of achieving both a first and second class degree compared to their A-level peers – 23% of DP students achieve a first-class degree compared with 19% of A-level students

DP students are considerably more likely to be engaged in further study, such as a Masters or PhD after leaving higher education, while A-level students are more likely to enter the world of work – 30% of DP students participate in postgraduate study compared to 15% of A-level students

IB students have greater post-education prospects, on average earning more than their A-level counterparts

The highest median salary for a Diploma Programme leaver who holds a degree in Mathematical Sciences is £30,000, compared to £22,000 for A-level students who graduate with the same degree

18% of DP alumni are employed in professional, scientific and technical activities, compared to 13% of A-level students. A-level students are more likely to be employed in wholesale and retail trades (16%) compared to 10% of IB students.